Educators from Cambodia are adopting localized STEM teaching strategies after participating in the 2026 China-ASEAN STEM Teacher Training Program. Held from July 30 to Aug 6, the initiative—hosted by Qiannan Normal University for Nationalities—integrated AI-focused curriculum design with field research in Guizhou province, helping teachers transform local infrastructure and cultural landmarks into classroom learning modules, according to China Daily.
Integrating Infrastructure and Culture into STEM
The training program shifted the pedagogical focus of 43 Cambodian principals and educators toward using their immediate environment as a primary resource. During the sessions, participants visited the Pingtang Bridge in Guizhou, where they analyzed the engineering and mathematical principles behind the structure, which features the world’s tallest concrete bridge tower. According to China Daily, this site visit prompted a change in how the educators viewed their own surroundings, with participants noting they had previously overlooked the STEM applications of such large-scale infrastructure in Cambodia.
Following this field experience, teachers developed lesson plans that bridge traditional heritage with modern technology. Kith Sokunthy, a mathematics teacher, worked with a group to design a project based on a traditional calendar from the Sui ethnic group. The lesson requires students to build physical calendars while using AI tools to refine their design and mathematical calculations. Similarly, Nop Chann, principal of Chann Yun International School, led a project analyzing the rotational symmetry and engineering of Angkor Wat to teach foundational geometry, as reported by China Daily.
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The training program encouraged participants to carry observation cards during field visits. These tools helped teachers systematically document real-world phenomena—such as karst mountain topography or bridge construction—to later translate them into specific, project-based classroom activities.
Shifting Perspectives on Artificial Intelligence
The program served as a catalyst for changing how educators approach AI in the classroom. Yin Soriya, a teacher at Mekong Science, initially expressed concerns that AI might facilitate academic dishonesty. Through the lectures provided at Qiannan Normal University for Nationalities, his outlook evolved to view AI as a tool whose educational value depends largely on how teachers guide students to use it. This shift reflects a broader trend among the participants: treating AI as an integrated component of lesson design rather than an external threat to academic integrity.
Building Long-Term Educational Cooperation
The collaboration between Cambodian educators and Chinese university faculty is intended to extend beyond the week-long event. Zhang Xiaodong, the program’s team leader and an associate professor at the university, stated that participants are expected to implement these AI-enhanced lessons in their home schools and maintain a cooperation mechanism to share results. According to China Daily, several participants have already inquired about long-term AI study programs at the university, signaling a growing interest in sustained professional development between the two regions.
Frequently Asked Questions
How are Cambodian teachers applying the Guizhou training?
Teachers are developing lesson plans that utilize local cultural landmarks, such as Angkor Wat, and everyday infrastructure to teach math, engineering, and AI skills.
What was the role of the China-ASEAN Education Cooperation Week?
The STEM training program served as a key event during the week, providing a platform for educators to exchange pedagogical methods and access resources at Qiannan Normal University for Nationalities.
Is AI currently being integrated into these STEM lessons?
Yes. Participants are designing lessons where students use AI tools to refine creative ideas and solve problems related to their physical or historical surroundings.
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